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Australia final copy


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Australia final copy

  1. 1. connected? creative? critical? the OCR Media Studies ‘A’ level in the UK
  2. 2. GCE A-level in the UK • main qualification taken by 16-19 year olds • usually 4 subjects at AS, drop to 3 at A2 • 300,000 candidates sitting 860,000 qualifications • post-GCSE (at age 16), pre-University
  3. 3. A-level Media Studies Media 35,000 at AS, 25,000 at A2 compares with: Art 65,000 at AS, 50,000 at A2 English 125,000 at AS, 90,000 at A2 Maths 150,000 at AS, 85,000 at A2
  4. 4. 1990 222 1995 6744 2000 13507 2005 32346 23427 2010 36541 26343 Growth in Media Studies A level AS A
  5. 5. OCR specification • AS: 12,000,A2: 9,000 candidates each year • new specification introduced 2008 • new ‘digital’ approach- blogging and Web 2.0 tools • active learning, 50% coursework
  6. 6. OCR Spec • Foundation Portfolio (coursework AS) • Key Media Concepts (exam AS) • Advanced Portfolio (coursework A2) • Critical Perspectives (exam A2)
  7. 7. Contexts
  8. 8. messy reality
  9. 9. research and planning 20 - sense of journey construction 60 - skills with camera, editing, mise-en-scene, audio, titles evaluation 20 - digitally presented responses to seven questions Coursework Assessment
  10. 10. Film Opening
  11. 11. In what ways does your media product use, develop or challenge forms and conventions of real media products? My media product is a video film which has been created to fit in with other horror films, however at the same time it has been made to challenge conventions of real media products allowing it to be considered as unique. There were various aspects which influenced our decision to create a film based on the horror genre. It was important that our audience were satisfied by the film and all there expectations of a horror film were met. Looking at the typical conventions of a horror film, such as blood, killing, violence and screams helped us to consider the aspects of a typical horror film that we did and didn’t wish to include. We knew that to create a good film we needed to incorporate some of the elements from an ordinary horror film, causing us to place our focus on a range of similar films and pick out ideas which we felt would also fit into our own work. Films such as ‘Scream’ and ‘Blair witch project’ were considered and ideas which we liked were considered for our own film. By using blood, violence and screaming we allowed our movie to fit into the same category as general horror films, however using a slight twist as in Blair witch project by creating a similar setting and style of filming we were able to challenge the conventions of real media products. We used a completely new storyline however used old and previously used ideas to put he storyline together creating a new and different type of film. By then using iMovie to help us with editing we were able to create effects to make our film more scary and fit into its specific genre.
  12. 12.… Filmed evaluation
  13. 13. It’s not all bad...
  14. 14. Centre blog hub
  15. 15.… Trailer for A2
  16. 16. A2 Blog
  17. 17. Music video A2
  18. 18. Evaluation response A2
  19. 19. Blogging - positives • “you don’t lose your work” • “you can access it anywhere” • “you can embed and link to other media” • “it looks good” • “you can go back and improve it” • “you can work together on it” • “it’s more like how I use the internet” • motivation to work harder • formative tool - including peer assessment • can reach a wider audience
  20. 20. “one of the best things about the blog- you see the process of how you did it. If it was written (essay) work, you’d see the planning work and then you’d do it and then it would be done and you wouldn’t see it again, you’d carry on with other stuff, but because it’s on a blog, you can keep looking at it. It’s kind of like a story, because you see it from the start to the end and that makes you feel proud and helps you look back and say ‘that’s what I was doing, I’ve done that’... (Scott, age 16)
  21. 21.… Music video A2
  22. 22. Perfect Storm? • teacher • hardware/software • web access • audience • classroom space • institutional support • validation of qualification
  23. 23. connected? creative? critical?
  24. 24. connected? creative? critical? • online, but not connected to each other • at best, real opportunities to create • criticality in exams, but also in reflection
  25. 25. connected? creative? critical? the OCR Media Studies ‘A’ level in the UK